1st Edition
Reconceptualizing STEM Education The Central Role of Practices
Reconceptualizing STEM Education explores and maps out research and development ideas and issues around five central practice themes: Systems Thinking; Model-Based Reasoning; Quantitative Reasoning; Equity, Epistemic, and Ethical Outcomes; and STEM Communication and Outreach. These themes are aligned with the comprehensive agenda for the reform of science and engineering education set out by the 2015 PISA Framework, the US Next Generation Science Standards and the US National Research Council’s A Framework for K-12 Science Education. The new practice-focused agenda has implications for the redesign of preK-12 education for alignment of curriculum-instruction-assessment; STEM teacher education and professional development; postsecondary, further, and graduate studies; and out-of-school informal education. In each section, experts set out powerful ideas followed by two eminent discussant responses that both respond to and provoke additional ideas from the lead papers. In the associated website < http://waterbury.psu.edu/summit/> highly distinguished, nationally recognized STEM education scholars and policymakers engage in deep conversations and considerations addressing core practices that guide STEM education.
CONTENTS
- Introduction: Coordinating PreK-16 STEM Education Research and Practices for Advancing and Refining Reform Agendas
- Thinking about a System and Systems Thinking in Engineering
- Diagnostic Instruction: Toward an Integrated System for Classroom Assessment
- Response 1: Systems Thinking as a Design Problem
- Response 2: Improving Learning about Systems Requires Designing for Change in Educational Systems
- Modeling Authentic STEM Research: A Systems Thinking Perspective
- Meeting the Standards for STEM Educations: Individual and National Needs
- Response 1: Model-Based Reasoning in Professional Development
- Response 2: "Where is the line?"
- Quantitative Reasoning in Mathematics Education: Directions in Research and Practice
- Teachers Use of Data, Measurement, and Data Modeling in Quantitative Reasoning
- Response 1: Quantitative Reasoning in STEM Disciplines
- Response 2: Quantitative Reasoning: Capturing a Tension Between Structure and Variability
- Educational and Ethical Dilemmas for STEM Education in Pennsylvania’s Marcellus Shale Gasfield Communities
- Defining a Knowledge Base for Reasoning in Science: The role of procedural and epistemic knowledge
- Response 1: Views from Above and Below: Access to Science Education
- Response 2: The Values of Science Literacy
- Why People Care About Chickens and Other Lessons about Rhetoric, Public Science, and Informal Learning Environments
- New Environments for Professional Development: Situating Science Learning and Teaching in a Framework and NGSS World
- Response 1: School-System Contexts for Professional Development
- Response 2: Technology-supported Communication in Science: Conjectures on Expertise and Evaluation
- Reflections on the Waterbury Summit: STEAM And Systems Thinking
- Summary: Driving Change Forward
Richard A. Duschl, Amber S. Bismack, James Greeno and Drew H. Gitomer
Theme 1: Systems Thinking
Thomas A. Litzinger
Jim Minstrell, Ruth Anderson, and Min Li
Marcela Borge
William R. Penuel
Theme 2: Model-Based Reasoning
Annmarie R. Ward
Spencer A. Benson
Hilda Borko
Brian P. Coppola
Theme 3: Quantitative Reasoning
Heather Lynn Johnson
Anthony J. Petrosino
Robert Mayes
Rose Mary Zbiek
Theme 4: Equity, Epistemic, and Ethical Outcomes
Catharine Biddle & Kai A. Schafft
Jonathan Osborne
Nancy Brickhouse
Nancy Tuana
Theme 5: STEM Communication and Policy Outreach
Stacey Pigg, William Hart-Davidson, Jeff Grabill, and Kirsten Ellenbogen
Jean Moon
Edward J. Fuller
Drew H. Gitomer
Reflections and Summary
Stephanie E. Vasko
Amber S. Bismack, Yann Shiou Ong, Armend Tahirsylaj, and Richard A. Duschl
About the Authors
Waterbury Summit Participants
Biography
Richard A. Duschl is the Kenneth B. Waterbury Chaired Professor in Secondary Education, Department of Curriculum and Instruction, College of Education, The Pennsylvania State University, USA.
Amber S. Bismack is a Ph.D. student, Department of Educational Studies (Science Education), School of Education, The University of Michigan, USA.